NURSERY RHYMES

TWINKLE TWINKLE LITTLE STAR

Twinkle twinkle little star

How I wonder what you are

Up above the world so high

Like a diamond in the sky

Twinkle twinkle little star

How I wonder what you are (2x)

ROW, ROW, ROW YOUR BOAT

Row, row, row your boat

Gently down the stream

Merrily, merrily, merrily, merrily

Life is but a dream   (2x)

Making phonics fun ( Maureen Howah)

Phoneme Bingo.

Objective : Using bingo cards to practice and listen for phonemes students have already learnt.

Estimated Time : 12 minutes

Materials:

• Bingo cards and blank A 4 paper

Set of CVC words

Procedure

1.First explain that students should be given ready prepared cards. However, the participants will make their own.

2. Explain that the game is like bingo. Students get a card with 4 boxes each containing a CVC word that the students have learnt, e.g. sat/ pop/ map/ cot.

There should be 4 sets per game, so that not everyone has the same card.

3. Give each teacher half of an A4 sheet blank paper.

4. Have teachers fold paper into halves and continue folding into halves till they get a set of 16 boxes.

5. Write the following sets of words on the WB:

cot, map, sat, pop

cat, got, mop, gas

pot, top, cap, mat

cog, pat, sat, map

6. Have teachers copy down in any order one of the sets into 4 sets of frames/boxes till all the sets are completed.

7. Call out individual phonemes, e.g. s, o, p, etc.

8. Teachers to search for phonemes, trace over them and say the sound.

9. Write each phoneme on the board, i.e. this allows teachers (students) who are not fully sure of the grapheme sound correspondence to learn/participate.

10. When someone’s card is full, they shout bingo!

11. Point out that this can be done at a higher level whereby the teacher calls out the words, students search for the word, trace the phonemes saying each one and then the word.

Finally, ask teachers to consider how they can integrate these activities into their classroom. Which ones?

Reflect and discuss how this activity may benefit your students.

How would you present these activities to your students? (8 mins)

Making phonics fun ( Maureen Howah)

Letters, sounds and picture matching relay games

Objective : to recognise letter shapes and letter groups and say the sounds

Estimated Time

15 minutes

Materials

• Letters, sounds and picture matching cards

Procedure

1. Cut up 2 sets of matching pictures. Keep teacher’s clues

2.  Place picture cards and letters cards at the end of a playing field but in different piles.

3. Divide the class into two teams and line them up single

file at the starting line.

4. Read the first clue and the first sound of the word.

5. Have the first teacher in each team run to the object piles, find the correct matching cards and take them to you or to the end of the line.

6. The first team who gets the matching card correct, wins a point.

7. Each team member takes a turn, then sits down when he or she

returns to the end of the line.

8. The team with the most points win the race.

9. When the relay is finished, have teachers share their choices.

(Note: As an extension (or time permits), teachers could ask the students to say all the sounds in each word eg./s//n/ai/k/)

Making phonics fun ( Maureen Howah)

Letters and sounds – “Bang game”

Objective : grapheme recognition and word building

Estimated Time

12 minutes

Materials

• letters and ‘bang’ flash cards

Procedure

1. Print and cut up flash cards. Print enough for two groups (depending on the numbers of teachers.)

2. Put all cards in a bag/paper bag and pass around to the teachers in their groups.

3. Teachers to pick a card and sound the grapheme. If correct they keep it.

4. They have to shout 'bang' if they pick the 'bang' card and put all their letters back into the bag. They keep the bang card.

5. Game is over when all the cards have been read. The winner is the one who has the most letters. 

6. As an extension, have the teachers make a word with their letters and sound the phonemes and read the word.

7. They then work in their groups and make more words. The winner is the one who can make the most 'real' words. (Make the game really pacey.)

Making phonics fun ( Maureen Howah)

Songs/chants/rhymes

Objective: Using a simple rhyming string or alliteration to teach phonic

Estimated Time

15 minutes

Materials

• pen, paper, course books and internet access

Procedure

1. Have teachers listen to first three ( A to C ) alphabets of the song “Ants on the apple”  http://www.youtube.com/watch?v=WFFyS3PrjZk

or teach song to the tune of  “skip to my lou tune “.

Ants on the apple, /a/, /a/, /a/ .

Ants on the apple, /a/, /a/, /a/ .

Ants on the apple, /a/, /a/, /a/ .

/a/ is the sound of A

2. Pair up teachers and have them make up chants or alliteration using their partner’s first name.

Eg.  Siti sits silently /s/, /s/, /s/

       Siti sits silently /s/, /s/, /s/

     Siti sits silently /s/, /s/, /s/

     /s/ is the sound of S.

3. Have teachers work on their own chants. They must not let their partner see their work.

4. Ask partners to predict the last word of each other’s chant. They then share their written chants.

5. Have one teacher sings and the other partner makes appropriate actions (using jolly phonics or other actions they are familiar with).

6. Have teachers sit in a circle and have each sing/share their chants with the class.

6. Tell teacher they can adapt to any context eg. instead of using children’s names they can use course books eg. (from Yr 1 book, p. 14 - Listening) phoneme /m/

“mop on a mat” /m/,/m/,/m/

/m/ is the sound of M

Or change the words to suit the lesson.

Making phonics fun ( Maureen Howah)

Name Match—Activity

Children's names are an excellent source of examples for initial activities. The Name Match can be used in circle time or outside, with a group large enough to include a wide variety of examples, or with a small group (chosen by the teacher in advance) to practice only a few phonemes.

Objective

To provide children with practice in identifying initial sounds in words which are meaningful to each child.

Estimated Time

15 minutes

Materials

• List of teachers’ first names, organized by phonemes

Procedure

1. Create a list with the names of your teachers and the phoneme that represents the first sound in his or her name.

2. Have one teacher stand in front of the group. Ask the teacher if he or she sees someone else whose name begins with the same sound. If the teacher is correct, have the other person stand. If not, ask if anyone else in the group has a name that begins with the same sound.

3. When a match is made, have those teachers sit together, and ask another teacher to come forward. Continue matching names until all teachers whose names have the same initial phonemes are sitting together.

4. If some teachers have names with initial phonemes that do not match those of anyone else in the class, see if he or she can find an object or a picture in the room whose name has the same initial sound.

5. If anyone still doesn't have a match, ask the teacher if they know anyone with a matching name or have them make up a name that would match.

6. Have teacher s figure out the number of initial sounds that are represented by their names by counting the number of groups that were formed.

7. Teachers then work individually (or in pairs). Have them choose one of their classes and create a similar list (2 to 3) of name match of the initial sounds of their students. They then share to the group.